Camera Basics Today

Overview

Today students learn key camera skills with a Canon PowerShot SX400 IS: turning it on and off, choosing AUTO mode, holding the camera correctly, using zoom, focusing, taking pictures and recording videos, then reviewing and deleting media when needed.

Learning intentions

Students will be able to:

• use technology steps to take a picture and a short video
• hold the camera correctly and use zoom and focus safely
• review photos and videos, explain what they captured, and delete an unwanted item (optional)
• use the camera menu only when guided and follow a clear step-by-step process

Success criteria

• I can turn on the camera and set it to AUTO mode with help.
• I can take one clear photo and record one short video.
• I can view my photo/video using playback and describe what I captured.
• I can turn off the camera safely and, if needed, delete one unwanted item.

Curriculum links

• CCSS.ELA-LITERACY.W.3.6: use technology to produce and publish writing and interact/collaborate with others
• CCSS.ELA-LITERACY.W.3.10: write and revise across short time frames (a day or two) and shorter single-sitting tasks
• CCSS.ELA-LITERACY.SL.3.4: report on what they captured by speaking clearly and at an understandable pace
• CCSS.ELA-LITERACY.W.3.4: produce writing with appropriate development and organization for the task and purpose

Lesson structure (45 minutes)

1. 0–5 min · Hook & safety. Teacher shows the camera and reviews two safety rules (hands, lens covered when moving, careful with SD card). Students repeat the rules with a partner and listen for today’s goal: picture + video + review.

2. 5–10 min · Holding the camera & turning on. Teacher demonstrates how to hold the camera: left hand supports the side/bottom, right hand on grip, elbows close, camera steady, lens pointed away from faces; then shows how to turn it on. Students practice the “camera hold” in the air, then on a powered-off camera when instructed (no pressing buttons yet unless told).

3. 10–15 min · AUTO mode, zoom, and focusing. Teacher models setting to AUTO mode, then demonstrates zoom and focusing: press halfway to focus, press fully to take a picture. Students rotate through a “three try” practice: point at a chart/object, use zoom once, and practice “half-press to focus” without taking a photo until the teacher says go.

4. 15–20 min · Take pictures (guided practice). Teacher gives a specific prompt: “Take a photo of something with a clear main subject (teacher choice: a paper shape, classroom object, or your partner’s drawing).” Students take one photo, then immediately check with the teacher’s count-down.

5. 20–27 min · Record videos (guided practice). Teacher demonstrates recording: locate video mode (or video button, depending on the camera’s layout), press to start, press again to stop; remind students to keep the shot steady and stay quiet. Students record a 5–7 second clip of the same subject prompt, then stop and wait for teacher review instructions.

6. 27–33 min · Playback: view photos/videos & talk. Teacher demonstrates playback: review the photo, then the video; point out how media can be selected using buttons and how to return to camera mode. Students practice viewing their own media and then do a quick “show and say” speaking turn: “I took a photo of ___. I recorded a video of ___.”

7. 33–38 min · Optional delete & menu practice. Teacher shows opening the menu only briefly and explains the purpose: to choose settings. Then teacher demonstrates deleting one unwanted photo/video safely (confirm screen, teacher approval first). Students follow along with the teacher’s steps on their camera when it’s time; others wait and observe silently, then try only if the teacher approves.

8. 38–44 min · Turn off & quick writing/assessment. Teacher demonstrates turning off, then collecting cameras carefully. Students turn off their camera, then complete a 2-minute written response on a paper or digital note: “First I ___, next I ___, then I ___, and finally I ___.” (This connects steps to clear organization.) Teacher circulates and listens for correct vocabulary and processes.

9. 44–45 min · Exit check. Teacher asks two students to share their “show and say” with a clear pace; collects one quick checklist: on/off, AUTO, zoom/focus, photo, video, playback, (delete if attempted).

Resources

• Canon PowerShot SX400 IS cameras (enough for pairs)
• Charged battery for each camera
• SD memory card for each camera (inserted by teacher beforehand if possible)
• Camera step cue cards (turn on, AUTO, zoom, focus, shutter, record, playback, menu, turn off)
• Teacher demo camera (or one front-facing unit)
• Data/photo prompt cards (simple classroom subjects)
• Student recording sheet (name, steps learned, one sentence summary)
• Optional: headphones or speakers not needed; no audio required
• Wrist strap/lanyard if available (for safe handling)

Assessment

• Teacher observation checklist during practice: correct hold, AUTO mode set, focus/half-press, one photo taken, one video recorded.
• Formative speaking check during playback: students can describe what they captured clearly (SL.3.4).
• Exit writing: student sequences camera steps in order (W.3.4, W.3.10).

Differentiation

• Support: Provide sentence starters for the speaking and writing (“I took a photo of…,” “I recorded a video of…”). Use a “lights” cue on the cue card (red=stop, green=go).
• Support: Pair students strategically: one “step reader” with the cue card and one “button helper” (rotated roles).
• Extension: Challenge students to try zoom and focusing again to improve clarity, then explain the change (“I zoomed in and pressed halfway to focus”).
• EAL/SEN: Allow students to point and practice phrases first before writing; accept short responses while ensuring the steps are accurate.